Why Massive Open Online Courses (MOOCs) have been resisted: A qualitative study and resistance typology-Reference-Cited by-同舟云学术

Why Massive Open Online Courses (MOOCs) have been resisted: A qualitative study and resistance typology

Published:2020-02-11 Issue:4 Volume:57 Page:450-459
ISSN:1470-3297
Container-title:Innovations in Education and Teaching International
language:en
Short-container-title:Innovations in Education and Teaching International

Author:

Stackhouse Madelynn¹^ORCID,Falkenberg Loren²,Drake Carly³,Mahdavimazdeh Hossein²

Affiliation:

1. Department of Management, University of North Carolina at Greensboro, Greensboro, NC, USA

2. Haskayne School of Business and Economics, University of Calgary, Calgary, Canada

3. Department of Management & Marketing, North Central College, Naperville, IL, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/14703297.2020.1727353

Reference17 articles.

1. MOOCs, disruptive innovation and the future of higher education: A conceptual analysis

2. Organizational resistance to performance‐enhancing technological innovations: a motivation‐threat‐ability framework

3. Self and Social Identity

4. Friedman, T. L. (2013, November). Revolution hits the universities. The New York Times. Retrieved from http://www.nytimes.com/2013/01/27/opinion/sunday/friedman-revolution-hits-the-universities.html?_r=0

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